Intelligence Flashcards
Intelligence is a ___ construct
Latent
Simply = Hidden; can’t be observed directly and must be inferred by performance and behaviour
What is intelligence?
Give 5 different definitions
- The ability to carry out abstract thinking
simply = Thinking flexibly, going beyond literal to the metaphorical
- The ability to learn, or having learned, to adjust oneself to the environment
- What intelligence tests measure
- A global concept that involves an individual’s ability to act purposefully, think rationally and deal effectively with the environment
- General ability to reason, plan, solve problems, think abstractly, learn quickly and learn from experience
True or False?
Intelligence is a tangible construct
False
Intelligence is a latent construct
According to Gottfredson (2000), what is the definition of intelligence?
General ability to reason, plan, solve problems, think abstractly, learn quickly and learn from experience
What does IQ stand for?
Intelligence Quotient
What is originally a measure of the deviation of mental age from chronological age?
IQ
What is IQ?
Originally a measure of the deviation of mental age from chronological age
IQ is originally a measure of the deviation of mental age from chronological age
How can IQ be calculated?
IQ = (mental age / chronological age) X 100
(mental age / chronological age) X 100
This is the formula to work out…?
IQ
IQ is originally a measure of the deviation of _____ from _____
Mental age from chronological age
What was the problem with the original measure of IQ?
Originally used to measure mental age of children, but doesn’t work that well for individuals over 17 (adults)
Who redefined the IQ as a standardised score showing deviation from average score (of 100)?
Wechsler (1975)
What did Wechsler (1975) do to improve the measure of IQ?
Redefined the IQ as a standardised score showing deviation from average score (of 100)
Wechsler (1975) redefined the IQ as a standardised score showing …?
Deviation from average score (of 100)
In Wechsler’s (1975) redefined IQ measure, what was the distribution of scores?
Scores were normally distributed with an SD of 15
What are the 5 types of intelligence test items?
- Digit span
- “What does this proverb mean?”
- Trail-Making
- Letter Number Sequencing
- Classic reasoning task
What is digit span as an intelligence test item?
Repeat each string of numbers in the order that it is said by the instructor
e.g. 5-6-3,
8-4-9-2,
9-7-2-5-3-8-6-4
What is the “what does this proverb mean?” as an intelligence test item?
e.g. Make hay whilst the sun shines
Interpret the meaning of a phrase or proverb, think abstractly, not literally
What is trail-making as an intelligence test item?
Join the circles in numerical order, as quickly as possible
Assesses the speed at which someone can do a simple task
What is letter number sequencing as an intelligence test item?
Rearrange these items so that you say the numbers first, in ascending order, then the letters in alphabetical order
e.g. If the instructor says ‘7G4R’, the participant would say ‘47GR’
What is classic reasoning task as an intelligence test item?
Participant is asked to look at these images and try to identify the underlying principle that describes the sequence to work out the image of the final slot
e.g. Make hay whilst the sun shines
What type of intelligence test item is this?
a. Letter Number Sequencing
b. “What does this proverb mean?”
c. Classic reasoning task
d. Digit Span
e. Trail-Making
b. “What does this proverb mean?”
Rearrange these items so that you say the numbers first, in ascending order, then the letters in alphabetical order
What type of intelligence test item is this?
a. Letter Number Sequencing
b. “What does this proverb mean?”
c. Classic reasoning task
d. Digit Span
e. Trail-Making
a. Letter Number Sequencing
Join the circles in numerical order, as quickly as possible
What type of intelligence test item is this?
a. Letter Number Sequencing
b. “What does this proverb mean?”
c. Classic reasoning task
d. Digit Span
e. Trail-Making
e. Trail-Making
Participant is asked to look at these images and try to identify the underlying principle that describes the sequence to work out the image of the final slot
What type of intelligence test item is this?
a. Letter Number Sequencing
b. “What does this proverb mean?”
c. Classic reasoning task
d. Digit Span
e. Trail-Making
c. Classic reasoning task
e.g. If the instructor says ‘7G4R’, the participant would say ‘47GR’
What type of intelligence test item is this?
a. Letter Number Sequencing
b. “What does this proverb mean?”
c. Classic reasoning task
d. Digit Span
e. Trail-Making
a. Letter Number Sequencing
Repeat each string of numbers in the order that it is said by the instructor
What type of intelligence test item is this?
a. Letter Number Sequencing
b. “What does this proverb mean?”
c. Classic reasoning task
d. Digit Span
e. Trail-Making
d. Digit Span
Interpret the meaning of a phrase or proverb, think abstractly, not literally
What type of intelligence test item is this?
a. Letter Number Sequencing
b. “What does this proverb mean?”
c. Classic reasoning task
d. Digit Span
e. Trail-Making
b. “What does this proverb mean?”
Assesses the speed at which someone can do a simple task
What type of intelligence test item is this?
a. Letter Number Sequencing
b. “What does this proverb mean?”
c. Classic reasoning task
d. Digit Span
e. Trail-Making
e. Trail-Making
e.g. 5-6-3,
8-4-9-2,
9-7-2-5-3-8-6-4
What type of intelligence test item is this?
a. Letter Number Sequencing
b. “What does this proverb mean?”
c. Classic reasoning task
d. Digit Span
e. Trail-Making
d. Digit Span
General intelligence is known as…?
‘g’ intelligence
What is ‘g’ intelligence?
General intelligence
What did Charles Spearman (1863-1945) do in his study on intelligence?
Factor analysed people’s performance on a range of different tests
Charles Spearman (1863-1945) factor analysed people’s performance on a range of different tests
What were his findings?
Found that performance on multiple tests of intelligence correlated significantly with one another
Charles Spearman (1863-1945) factor analysed people’s performance on a range of different tests
What 2 things did he propose about intelligence?
- Proposed the existence of a common factor/energy that makes people good at all types of mental ability tests or linked with high intelligence = g
- g reflects something that is common to all types of mental ability task, it should not matter which task you use as they all tell you something about that person’s underlying level of general intelligence
Charles Spearman (1863-1945) proposed the existence of a common factor/energy that makes people good at all types of mental ability tests or linked with high intelligence
What is this factor/energy called?
‘g’ intelligence
According to Charles Spearman (1863-1945), ‘g’ reflects something that is common to all types of mental ability task
What does this suggest about using different intelligence test items?
It should not matter which task you use as they all tell you something about that person’s underlying level of general intelligence
Common ‘mental energy’ underlying performance on all tests
Indifference of the indicator
What does this suggest?
We have a ‘g’ (general) intelligence that can be measured using all kinds of intelligence tests and it doesn’t matter which test you use as they all tell you something about that person’s underlying level of general intelligence
What are the 3 levels to the Hierarchy of Intelligence?
- g intelligence
- Broad domains
- Task level
general factor that represents some fundamental property, underlying our ability to process info and learn from experience
This is known as…?
General factor that represents some fundamental property, underlying our ability to process info and learn from experience
General factor that represents some fundamental property, underlying our ability to process info and learn from experience
What level of Hierarchy of Intelligence does this apply to?
a. task level (L3)
b. broad domains (L2)
c. g intelligence (L1)
c. g intelligence (L1)
What does g (high levels in hierarchy) explain about intelligence?
Explains individual differences in intelligence
What do low levels in hierarchy explain about intelligence?
Explains they are related to cognitive psychology/ neuropsychology
What 4 components are involved in level 2 (broad domains) of the hierarchy of intelligence?
- Verbal Ability
- Working memory
- Visual-spatial reasoning
- Processing speed
What 2 components are involved in level 3 (task level) of the hierarchy of intelligence that are used to measure verbal ability?
- Vocab reading
- Synonyms
What 2 components are involved in level 3 (task level) of the hierarchy of intelligence that are used to measure working memory?
- Digit span
- Letter-number sequencing
What 2 components are involved in level 3 (task level) of the hierarchy of intelligence that are used to measure visual-spatial reasoning?
- Box-folding
- Hidden figures
What 2 components are involved in level 3 (task level) of the hierarchy of intelligence that are used to measure processing speed?
- Reaction time
- Trail-making
What level of Hierarchy of Intelligence does this apply to?
Verbal Ability
a. task level (L3)
b. broad domains (L2)
c. g intelligence (L1)
b. broad domains (L2)
What level of Hierarchy of Intelligence does this apply to?
Working memory
a. task level (L3)
b. broad domains (L2)
c. g intelligence (L1)
b. broad domains (L2)
What level of Hierarchy of Intelligence does this apply to?
Visual-spatial reasoning
a. task level (L3)
b. broad domains (L2)
c. g intelligence (L1)
b. broad domains (L2)
What level of Hierarchy of Intelligence does this apply to?
Processing speed
a. task level (L3)
b. broad domains (L2)
c. g intelligence (L1)
b. broad domains (L2)
What level of Hierarchy of Intelligence does this apply to?
Vocab reading
a. task level (L3)
b. broad domains (L2)
c. g intelligence (L1)
a. task level (L3)
What level of Hierarchy of Intelligence does this apply to?
Synonyms
a. task level (L3)
b. broad domains (L2)
c. g intelligence (L1)
a. task level (L3)
What level of Hierarchy of Intelligence does this apply to?
Digit span
a. task level (L3)
b. broad domains (L2)
c. g intelligence (L1)
a. task level (L3)
What level of Hierarchy of Intelligence does this apply to?
Letter-number sequencing
a. task level (L3)
b. broad domains (L2)
c. g intelligence (L1)
a. task level (L3)
What level of Hierarchy of Intelligence does this apply to?
Box-folding
a. task level (L3)
b. broad domains (L2)
c. g intelligence (L1)
a. task level (L3)
What level of Hierarchy of Intelligence does this apply to?
Hidden figures
a. task level (L3)
b. broad domains (L2)
c. g intelligence (L1)
a. task level (L3)
What level of Hierarchy of Intelligence does this apply to?
Reaction time
a. task level (L3)
b. broad domains (L2)
c. g intelligence (L1)
a. task level (L3)
What level of Hierarchy of Intelligence does this apply to?
Trail-making
a. task level (L3)
b. broad domains (L2)
c. g intelligence (L1)
a. task level (L3)
What 2 intelligence tasks/tests are used to measure verbal ability?
- Vocab reading
- Synonyms
What 2 intelligence tasks/tests are used to measure working memory?
- Digit span
- Letter-number sequencing
What 2 intelligence tasks/tests are used to measure visual-spatial reasoning?
- Box-folding
- Hidden figures
What 2 intelligence tasks/tests are used to measure processing speed?
- Reaction time
- Trail-making
True or False?
There is no consensus on a precise hierarchical structure/content of intelligence
True
There is no consensus on a precise hierarchical structure/content of intelligence
Why?
Different models vary in terms of the number and type of domains that they consider and even the number of levels within the hierarchy with some proposing more levels
Different models of hierarchy of intelligence vary in terms of …?
List 3 points
- The number of domains
- The type of domains
- The number of levels within the hierarchy, with some proposing more levels
What level of Hierarchy of Intelligence does this apply to?
Explains individual differences in intelligence
a. task level (L3)
b. broad domains (L2)
c. g intelligence (L1)
c. g intelligence (L1)
What level of Hierarchy of Intelligence does this apply to?
Are related to cognitive psychology/ neuropsychology
a. task level (L3)
b. broad domains (L2)
c. g intelligence (L1)
b. broad domains (L2)
According to Chamorro-Premuzic (2013), IQ correlates with 3 things
What are they?
- Academic achievement
- Job performance
- Longevity
Define Cognitive Epidemiology
The examination of cognition/ IQ as a correlate of health and mortality
The examination of cognition/ IQ as a correlate of health and mortality
This is known as…?
Cognitive Epidemiology
What 2 factors affect Cognitive Epidemiology?
- Reverse causation
- Confounding effects e.g. of socio-economic status (SES)
Reverse causation can influence Cognitive Epidemiology
Give an example of reverse causation
Poor health can influence IQ
Confounding effects can influence Cognitive Epidemiology
Give an example of reverse causation
e.g. of socio-economic status (SES)
Childhood SES influences health AND IQ
Longitudinal designs help to establish causality of intelligence and health
What are the 3 steps to studying individuals longitudinally?
- Study people from childhood, consider their SES
- Follow these people up overtime right through to later life
- Gather info on health behaviour
_____ designs help to establish causality of intelligence and health
a. Cross-sectional
b. Between-subjects
c. Longitudinal
c. Longitudinal
Describe the Scottish Birth Cohort Studies (Deary et al., 2004) on intelligence
List 5 points
- In 1931, Scotland’s Mental Survey Committee gathered to plan how to measure the mental ability of the Scottish nation’s children
- They decided to test the entire nation
- On Wednesday, June 1, 1932, almost every child born in 1921 and attending school in Scotland took the same mental test with the same time limit after hearing the same instructions
- The exercise was repeated in 1947 with children born in 1936
- Samples of these participants were traced and recruited into cohort studies:
Lothian (Edinburgh) Birth Cohorts:
LBC 1921
LBC 1936
Aberdeen Birth Cohorts:
ABC 1921
ABC 1936
Describe the Moray House Test (Deary et al., 2004) on intelligence and mortality/longevity
List 4 points
- 71 items including:
- Arithmetic
- Following directions
- Proverbs
- Analogies
- Reasoning etc.
- Scores correlate with Raven’s Matrices and Stanford-Binet
- Valid measures of age 10/11 IQ
- Can investigate the influence of early life IQ on health and mortality/longevity
Can investigate the influence of early life IQ on health and mortality/longevity
What test does this apply to?
The Moray House Test
The Moray House Test (Deary et al., 2004) consisted of 71 items including…?
List 5 intelligence items
- Arithmetic
- Following directions
- Proverbs
- Analogies
- Reasoning
Scores on the Moray House Test (Deary et al., 2004) correlated with 2 other types of measures
What were they?
- Raven’s Matrices
- Stanford-Binet
Valid measures of IQ for individuals aged 10/11
This is known as…?
The Moray House Test
Scores correlate with Raven’s Matrices and Stanford-Binet
This is known as…?
The Moray House Test
Almost every child born in 1921 and attending school in Scotland took the same mental test with the same time limit after hearing the same instructions
This is known as…?
Scottish Birth Cohort Studies
This is an example test item in what type of intelligence test?
Fin is to fish, as wing is to:
Feather
Air
Bird
Sail
Herring
a. The Moray House Test
b. Scottish Birth Cohort Studies
a. The Moray House Test
This is an example test item in what type of intelligence test?
TRAGU is cheaper than VASHOL and VASHO; is dearer than SPONGOP
What is the dearest?
a. The Moray House Test
b. Scottish Birth Cohort Studies
a. The Moray House Test
This is an example test item in what type of intelligence test?
Three posts are at the corners of an equilateral, that is an equal-sided triangle. From where I am standing, the post nearest to me seems to be exactly halfway between the other two. If I now take two sidesteps to the left, will the post look like:
a. | ||
b. || |
a. The Moray House Test
b. Scottish Birth Cohort Studies
a. The Moray House Test
Describe Whalley and Deary’s (2001) study on age 11 IQ and longevity
List 3 points
- Traced 2230 (80%) of ABC 1921 cohort
- Compared childhood IQ scores of survivors (age 76yrs) vs. non-survivors
- SES is estimated by ‘overcrowding’ in childhood and father’s occupation
Describe the results of Whalley and Deary’s (2001) study on age 11 IQ and longevity
List 2 points
- Significant correlation between age-11 IQ and age of death after controlling for childhood SES (r =.19)
- Effect size is smaller in men (3.6 points) than women (5.6 points)
Whalley and Deary (2001) found a significant correlation between age-11 IQ and age of death after controlling for childhood SES
What does this suggest? List 2 points
- Higher IQs to those who survived than those who have not
- In general, having a higher IQ in childhood seems to be linked with increased longevity
Whalley and Deary (2001) found a significant correlation between age-11 IQ and age of death after controlling for childhood SES
What support does this give about the relationship between IQ and health?
Gives support that it’s the IQ level that is causing a change in health and lifespan and not just due to the confounding effect of SES
Whalley and Deary (2001) found a significant correlation between age-11 IQ and age of death after controlling for childhood SES, with a smaller effect size in men (3.6 points) than in women (5.6 points)
What does this suggest? List 2 points
- At any age group, women with the highest IQ scores are more likely to survive than those with the lowest IQ score
- Around the age of late teens and early 20s, men with lower IQ had a survival advantage over men with higher IQ (reverse effect)
Based on Whalley and Deary’s (2001) findings, around the age of late teens and early 20s, men with lower IQ had a survival advantage over men with higher IQ (reverse effect)
Why is this the case?
This data was collected during WW2; men with lower IQ scores were more likely to have been rejected for military service during this time and so were less likely to have died in active service compared to men with high IQ scores
Whalley and Deary (2001) found a significant correlation between age-11 IQ and age of death after controlling for childhood SES
____ experienced a smaller effect than their opposite gender counterparts
a. Men
b. Women
a. Men
Give 3 examples of cohort studies for Cognitive Epidemiology
- Swedish Conscripts Study
- Nun Study
- Danish Metroplit Study
Describe the Swedish Conscripts Study
List 2 points
- 49,323 men took IQ tests within the military service conscription exam
- Age 18 (1969/1970)
Describe the Nun Study
List 2 points
- Linguistic measures from autobiographies of 180 nuns written in 1930
- Aged 22
Describe the Danish Metroplit Study
11, 376 12-year-old boys in Copenhagen were given classroom IQ tests in 1965 in a social mobility study
- Swedish Conscripts Study
- Nun Study
- Danish Metroplit Study
What did these cohort studies support?
Cognitive Epidemiology
What did Batty et al.’s (2007) systematic review discover about IQ and mortality, after controlling for childhood SES?
The 9 studies show that higher IQ in first 20 years of life is linked with lower mortality, even after adjusting for childhood SES
Batty et al.’s (2007) systematic review of 9 studies show that higher IQ in first ___ years of life is linked with lower mortality, even after adjusting for childhood SES
20
Batty et al.’s (2007) systematic review of 9 studies show that higher IQ in first 20 years of life is linked with _____ mortality, even after adjusting for childhood SES
a. lower
b. higher
a. lower
According to Deary (2008), “_____ can predict mortality more strongly than body mass index, total cholesterol, blood pressure or blood glucose, and at a similar level to smoking”
Intelligence
What are the 4 types of causal mechanisms for IQ and health, according to Deary (2008)?
- IQ → Education → Employment Prospects → Adult SES status
- IQ → Health literacy and health behaviours → Medication adherence, Healthy eating and physical activity, Wearing seatbelts, Hangover frequency
- Suboptimal neural development → IQ, Psychiatric Burden
- Body system integrity → IQ, Health problems
IQ → Education → Employment Prospects → Adult SES status
How does this causal mechanism contribute to health, wellbeing and IQ?
List 2 points
- Having a high IQ results in a survival advantage because it makes you more likely to end up with a secure, higher, SE as an adult and benefit from all the health advantages that this brings
- Adjusting for adult SES reduces IQ-longevity association
IQ → Health literacy and health behaviours → Medication adherence, Healthy eating and physical activity, Wearing seatbelts, Hangover frequency
How does this causal mechanism contribute to health, wellbeing and IQ?
Having a high IQ, likely to have high health literacy (likely to be able to understand some of the varied and confusing health info that you receive from different sources and use this to make sensible decisions about health)
Suboptimal neural development → IQ, Psychiatric Burden
How does this causal mechanism contribute to health, wellbeing and IQ?
List 3 points
- Low IQ is associated with psychiatric disorders
- But controlling for birth weight does not eliminate IQ-longevity links
- Interruption to brain development could limit a person’s IQ and make them more vulnerable to serious mental health problems which can have a negative impact on their general health
Body system integrity → IQ, Health problems
How does this causal mechanism contribute to health, wellbeing and IQ?
List 4 points
- Bodily symmetry associated with IQ
- Bodily symmetry = sign of general health and fitness
- A higher IQ is a more general marker of overall body system integrity
- A combination of factors such as genetics, environmental factors, etc result in some people having a well-put-together body. This includes a high-functioning brain and a healthy rest of the body
- High body system integrity = more likely to have a higher IQ and to live longer
Which causal mechanism does this apply to?
Low IQ is associated with psychiatric disorders
a. IQ → Education → Employment Prospects → Adult SES status
b. IQ → Health literacy and health behaviours → Medication adherence, Healthy eating and physical activity, Wearing seatbelts, Hangover frequency
c. Suboptimal neural development → IQ, Psychiatric Burden
d. Body system integrity → IQ, Health problems
c. Suboptimal neural development → IQ, Psychiatric Burden
Which causal mechanism does this apply to?
A higher IQ is a more general marker of overall body system integrity
a. IQ → Education → Employment Prospects → Adult SES status
b. IQ → Health literacy and health behaviours → Medication adherence, Healthy eating and physical activity, Wearing seatbelts, Hangover frequency
c. Suboptimal neural development → IQ, Psychiatric Burden
d. Body system integrity → IQ, Health problems
d. Body system integrity → IQ, Health problems
Which causal mechanism does this apply to?
Interruption to brain development could limit a person’s IQ and make them more vulnerable to serious mental health problems which can have a negative impact on their general health
a. IQ → Education → Employment Prospects → Adult SES status
b. IQ → Health literacy and health behaviours → Medication adherence, Healthy eating and physical activity, Wearing seatbelts, Hangover frequency
c. Suboptimal neural development → IQ, Psychiatric Burden
d. Body system integrity → IQ, Health problems
c. Suboptimal neural development → IQ, Psychiatric Burden
Which causal mechanism does this apply to?
A combination of factors such as genetics, environmental factors, etc result in some people having a well-put-together body. This includes a high-functioning brain and a healthy rest of the body
a. IQ → Education → Employment Prospects → Adult SES status
b. IQ → Health literacy and health behaviours → Medication adherence, Healthy eating and physical activity, Wearing seatbelts, Hangover frequency
c. Suboptimal neural development → IQ, Psychiatric Burden
d. Body system integrity → IQ, Health problems
d. Body system integrity → IQ, Health problems
Which causal mechanism does this apply to?
Having a high IQ, likely to have high health literacy (likely to be able to understand some of the varied and confusing health info that you receive from different sources and use this to make sensible decisions about health)
a. IQ → Education → Employment Prospects → Adult SES status
b. IQ → Health literacy and health behaviours → Medication adherence, Healthy eating and physical activity, Wearing seatbelts, Hangover frequency
c. Suboptimal neural development → IQ, Psychiatric Burden
d. Body system integrity → IQ, Health problems
b. IQ → Health literacy and health behaviours → Medication adherence, Healthy eating and physical activity, Wearing seatbelts, Hangover frequency
Which causal mechanism does this apply to?
Having a high IQ results in a survival advantage because it makes you more likely to end up with a secure, higher, SE as an adult and benefit from all the health advantages that this brings
a. IQ → Education → Employment Prospects → Adult SES status
b. IQ → Health literacy and health behaviours → Medication adherence, Healthy eating and physical activity, Wearing seatbelts, Hangover frequency
c. Suboptimal neural development → IQ, Psychiatric Burden
d. Body system integrity → IQ, Health problems
a. IQ → Education → Employment Prospects → Adult SES status
Adjusting for adult SES reduces ___ association
IQ-longevity
Adjusting for ____ reduces IQ-longevity association
Adult SES
Controlling for birth weight does not eliminate ____ links
IQ-longevity links
Controlling for ___ does not eliminate IQ-longevity links
Birth weight
True or False?
High body system integrity = less likely to have a higher IQ and to live longer
False
High body system integrity = more likely to have a higher IQ and to live longer
Describe Ali et al.’s (2013) study on intelligence and happiness
List 4 points
- Noted that little work has been done so far to directly examine the relationship between IQ and happiness
Found mixed results from previous studies
A representative sample of 7403 English adults
- Measured Happiness
e.g. Taking all things together, how happy would you say you were these days
a. very happy
b. Fairly happy
c. Not too happy
- Verbal IQ measured with National Adult Reading Test (NART) – resistant to short-term changes in cognition
- e.g. Chord, Placebo, Beatif, Sidereal
- Only people who have heard/used/are familiar with these vocabularies know how to pronounce them correctly
- Measured potential mediating variables (potential causal factors) that may account for any IQ-happiness relationship
How does the mediation model work?
List 3 points
- Look at the correlation between the predictor variable and outcome (e.g. IQ and happiness)
- Add in a mediating variable to see if the instructor of the mediating variable reduces the strength of the original association (similar to partial correlation)
- If the mediating variable does reduce the link of that original association, this suggests that the mediator is at least, partly responsible for the original association = potential causal mechanism
Arrange the steps to the mediation model in the correct order
If the mediating variable does reduce the link of that original association, this suggests that the mediator is at least, partly responsible for the original association = potential causal mechanism
Look at the correlation between the predictor variable and outcome (e.g. IQ and happiness)
Add in a mediating variable to see if the instructor of the mediating variable reduces the strength of the original association (similar to partial correlation)
- Look at the correlation between the predictor variable and outcome (e.g. IQ and happiness)
- Add in a mediating variable to see if the instructor of the mediating variable reduces the strength of the original association (similar to partial correlation)
- If the mediating variable does reduce the link of that original association, this suggests that the mediator is at least, partly responsible for the original association = potential causal mechanism
According to the mediation model, if the mediating variable does reduce the link of that original association, this suggests that the mediator is …?
At least, partly responsible for the original association
simply = potential causal mechanism
Describe the results of Ali et al.’s (2013) study on intelligence and happiness
High IQ predicted the likelihood of being happy
In Ali et al.’s (2013) study on intelligence and happiness, high IQ predicted the likelihood of being happy
What 6 factors mediated this relationship between the 2 variables?
- Dependency in Activities of Daily Living
- Income
- Neurotic Symptoms
- Self-reported Health
- Marital status
- Social participation
Define Dependency in Activities of Daily Living
Requiring help or support from others when doing daily activities
Dependency in Activities of Daily Living is ____ in people with high IQs
a. Higher
b. Lower
b. Lower
Dependency in Activities of Daily Living is ____ in people with low IQs
a. Higher
b. Lower
a. Higher
Dependency in Activities of Daily Living is higher in people with low IQs
What does this suggest about IQ and happiness?
Suggests that part of the reason why having a low IQ could reduce happiness is due to a lack of independence in these daily living activities
Income is ____ in people with high IQs
a. Higher
b. Lower
a. Higher
Income is ____ in people with low IQs
a. Higher
b. Lower
b. Lower
Neurotic symptoms is ____ in people with high IQs
a. Higher
b. Lower
b. Lower
Neurotic symptoms is ____ in people with low IQs
a. Higher
b. Lower
a. Higher
Self-reported health is ____ in people with high IQs
a. Higher
b. Lower
a. Higher
Self-reported health is ____ in people with low IQs
a. Higher
b. Lower
b. Lower
Marital status is ____ in people with high IQs
a. Higher
b. Lower
a. Higher
Marital status is ____ in people with low IQs
a. Higher
b. Lower
b. Lower
Social participation is ____ in people with high IQs
a. Higher
b. Lower
a. Higher
Social participation is ____ in people with low IQs
a. Higher
b. Lower
b. Lower
True or False?
Further studies are needed to test mechanisms longitudinally
True
